Monday, November 19, 2012

The modern teaching landscape has been changing in recent years, as Becoming a Better EFL Teacher has made note of on several occasions. Technology is often playing a bigger role in these shifts than many are willing to acknowledge, which is the focus of today’s post. Writer Sophia Foster of online learning resource http://www.mastersdegreeonline.org discusses the pros and cons of technology-assisted learning, and makes some predictions about the future.

Since the Internet was first introduced to the public less than 20 years
ago and online access has increased worldwide, the use of technology in
American classrooms has evolved from an occasional tool into a daily routine.
While some educators remain speculative about the rising number of schools that
incorporate smartphones and tablet devices into their curricula, the majority
of teachers and administrators have noted the numerous benefits of fostering an
appreciation for technology among today’s young people.

From chalkboards and No. 2 pencils to overhead projectors and slide rules,
classrooms have historically embraced new learning implements on a widespread
level. This has certainly proven true in the last two decades, as computer labs
(typically one or two per school) have been replaced by laptop computers and/or
tablet devices for each student. In 2010,this movement
was further bolstered by the National Education Technology Plan (NETP), created
by the U.S. Department of Education’s Office of Educational Technology and
spearheaded by President Obama. The plan falls in line with the president’s
goal of graduating 60 percent of American college students by 2020. “Education
is vital to America's individual and collective economic growth and prosperity,
and is necessary for our democracy to work,” Education Secretary Arne Duncan
wrote in a letter to Congress. “To achieve this aggressive goal, we need to
leverage the innovation and ingenuity this nation is known for to create
programs and projects that every school can implement to succeed.”

The plan includes several new projects aimed at producing public school
students with a knack for technology. One is Community Everywhere, a
forum-based site that allows visitors to post questions and concerns, and then
engage in discussion with other members of their community. Another, Learning
Registry, allows administrators of sites for federal agencies (including NASA
and the Smithsonian Institute) and NGOs to “tag” content so that it may be
located by common search engines. In addition, the plan also supports
independently funded projects, such as an “achievement badge” system inspired
by contemporary video games sponsored by the MacArthur Foundation and Mozilla
Foundation.

Nationwide, public and private schools have adopted the ideas put forth by the
NETP. A recent article by NPR contributor Sam Evans-Brownprofiled
Oyster River Middle School in Durham, N.H., where
teachers permit students to bring their handheld smart-devices to class. But
rather than using them to play games or post on Facebook, the tablets and
phones function as daily planners and reference materials. To mitigate concerns
among low-income families, the school also keeps a stock of spare iPads for
students who cannot afford their own. The San Francisco Chronicle
reported a similar program at another school, Cathedral High School in
Indianapolis, which issupplemented
by the “iSquad”, a team of tech-savvy faculty members
committed to training the entire staff on how to use iPad tablets effectively
by 2016. And FastCompany recently noted thatschools
across the country are implementing “vo-tech” STEM
(Science, Technology, Engineering, and Mathematics) programs aimed at creating
interest in these highly relevant subjects among students at low-income schools
– many with the help of prominent technology firms like IBM.

In addition to classrooms, household Internet activity has also risen in recent
years. Accordingto figures
compiled by the Economics & Statistics Association, 68
percent of American households use broadband Internet service (which enables
use of handheld devices), up four percentage points from the previous year;
household computer ownership has also risen 15 percentage points in less than a
decade. Another growing trend is ownership of phones capable of accessing the
Internet. A report titled “Mobile Technology & Academics,” authored by two
Boston College researchers, noted that since 2008, the number of students with
smartphones has risen from 20 percent to more than 65 percent.

Still, the “smart-classroom” movement has its opponents. A recent article by State
Impact NPR found that a significant contingent ofteachers view
technology as merely one of many possible educational tools, none of
which will replace the intrinsic value of a committed educator or classroom
leader. Budgetary constraints are another concern. Cuts in state funding have
led several schools to drop arts classes, physical education, after-school
activities and other vital programs – and now many are expected to afford
state-of-the-art-technology. Patty McNerney, technology director for an Ohio
district, told The Dayton Daily thatmost of her
school’s tech financing comes from private
donations, grant monies and Title I funds. And Matt Burns of TechCrunch
noted earlier this year that tablet devices in classrooms are likely to hinder
the learning process for public school students, not effectively aid it as some
have claimed. “Learning is still prevalent in schools, but the storage of facts
and thoughts is not,” he noted. “Digital textbooks will only further this
problem. Just click on a word to get its definition.”

However, as an article in The Telegraph noted two years ago, theuse of technology
has the capability of altering the human learning process – and
for many, this transformation has already taken place. Several educational
experts argue that constant use of the Internet – which requires a constant
stream of different reading materials, as opposed to a singular item like a
book or magazine – has effectively altered the way we read information and
mentally process it. This “associative” thinking brought on by web usage has
replaced the more linear thinking in the minds of many adults and children,
leaving them unable to read, write or generally concentrate on a specific task
for a prolonged period of time. So, while individuals have become more
tech-savvy and Internet-friendly, most learners are simply incapable of
learning the old-fashioned way. “'It seems pretty clear that, for good or ill,
the younger generation is being [remolded] by the web,” social psychologist Dr.
Aleks Krotoski told The Telegraph. To that effect, educational
institutions that incorporate technology in the classroom are keeping with the
times.

Audrey Watters of The Digital Shift writes that today, the vast majority
of schools have found ways to use technological implements – thoughsome have
been more successful than others. She notes that many
schools rely on outdated hardware, and simply do not supply enough
devices/computers for students; according to NCES statistics from 2008, the
ratio of children to Internet-equipped computers was 3:1 nationwide. She also
urges schools to address logistical concerns, such as a large number of
electronic devices simultaneously using one network, before heavily investing
in technology and software.

Just as computers, smart-phones and tablets have transformed the classroom
dynamic in the previous decade, the increased use of Internet for educational
purposes stands to grow exponentially in the coming years. During this crucial
trial period, teachers must find ways to incorporate web-based learning into
their curricula – whether they approve of the current trend or not.

Monday, August 02, 2010

There’s been an increasing emphasis in the past couple of decades on American children learning another language.

My mother had a foreign language requirement in both high school and college, but my father didn’t have one — foreign languages were still considered an elective for him and his classmates.

I’ve had to take one since the first grade. I was never very good at it — actually, I’ve hated every Spanish class I’ve ever taken, all 12 years’ worth. And in that 12 years, I got — well, “nothing” seems too extreme, but I’m far from fluent.

And when I got to college, I continued with Spanish because I’d tested out of part of the requirement.

But I never got an “A” in a language class, finished as quickly as possible and practically threw myself a party when I was finished, so relieved was I that it was over.

Basically, I treated it the same way I treated math classes.

I’m convinced that I’m never going to need high-level math — it’s important to be able to do long division, but I probably won’t ever need to prove the third angle of a triangle.Others might need it, but this journalism and history major will be avoiding math-related jobs.

Foreign languages, however, apply to all majors.

In an age of increasing globalization, the more languages you speak, the better. So foreign language requirements in school, as much as I didn’t like them, can really only help.

In theory.

In practice, 12 years of Spanish means I could help a Spanish-speaking customer pick out and pay for an outfit when I worked in retail, but I’d be lost after about five minutes in Madrid. I just don’t know enough Spanish.

I’ve found that’s the case for a lot of people: They learn enough to survive a class, but that’s it. They can’t apply the material to real life.

So while language requirements are a good thing, there needs to be an increased emphasis on students really learning the language, not just a few vocabulary words and (if they’re lucky) the difference between the preterite and imperfect tenses.

Thursday, June 24, 2010

There are several practical techniques for early childhood stimulation that help to promote intellectual development, physical and mental skills in pre-school children. Almost all methods of sensory or intellectual stimulation employ some type of stimulation based on one or more of the five senses. One of the most effective methods involves stimulation of the visual senses in a variety of ways. Audio or hearing stimulation is also a strong method used during early childhood that can achieve significant results in pre-school aged children.

Early Childhood Development: The Five Senses

Among the theories predominant in intellectual development and learning, the theory of multiple intelligences is one of the most frequently and extensively applied. Parents who want to accelerate or promote mental and sensory development ion their children can always rely on the use of games and playing. For example, using the sense of touch to give the child experience with a variety of textures, or changes in temperature are simple, safe ways to stimulate a child’s sensory experiences. Taste is stimulated by experiencing a range of different flavors. Colors and flashing lights on toys or other play objects are likewise ways of effecting substantial stimulation in early childhood skills and sensory development. Physical stimulation using motion and moving objects including rolling, bouncing, flopping or tumbling toys and objects can also be highly effective.

Early Childhood Development: Audio Stimulation Techniques

Parents and caregivers of young learners can use stimulants such as noise makers to activate audio senses. Nature sounds or environmental sounds recordings played to children are gentle but effective audio input that greatly help with early childhood stimulation. Another frequently used method for neural stimulation includes playing classical music selections in the background while the child is doing other things including during their “nap time”. Beethoven, Brahms and Mozart especially, are classical music composers often used for this purpose. While the music is relaxing, it’s also able to activate multiple areas of a child’s brain. Surprisingly, smooth jazz (vocals) has been found to be an excellent auditory stimulant for young learners in a broad range of situations. New age (Kitaro) music can likewise be an effective stimulant as an aid to early childhood development. In addition, many children love noise makers from banging on empty pots and pans or shaking rattles, tooting whistles and horns to extracting sound from musical instruments of all kinds. It may be nerve-wracking to parents and siblings, but is essential to the child’s development.

Pre-Natal Stimulation in Early Childhood Development

Not only pre-school aged children can benefit from sensory stimulation but forms of pre-natal stimulation can also be effective. Ways to introduce this can include:

• Playing soft, low-volume music through headphones placed 180 degrees apart against the mother’s skin • Talking or reading to the unborn child • Gentle massages

Before engaging in any of these or other techniques, parents or care-givers should consult with their obstetrician or pediatrician.

Benefits of Early Childhood Development through Sensory Stimulation

Any of the aforementioned areas can be successfully used as an effective means of early childhood stimulation to promote intellectual and sensory development in pre-school age children. Proving this stimulation allows the brain to develop more extensively and at a faster rate than non-stimulated children. This early childhood stimulation will give the child a developmental advantage over other children of the same age or level in more than 85% of cases. Such early-developed children ultimately do better in school, integrate better with peers, siblings and parents, they also tend to be happier and better adjusted overall according to numerous clinical studies . Teachers at the pre-school and primary school levels also note a higher level of social and educational integration among children who have had some type of early development stimulation.

Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 135 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Wednesday, June 16, 2010

When asked, most experienced language teachers will readily admit that they encourage humour and laughter in their classrooms and plan it into their lessons. So what is the role of unplanned and spontaneous humour – moments when the whole class momentarily erupts in laughter before returning to the task at hand?

In the early days of each course, when they meet their class for the first time, language teachers convey many hidden messages through their body language, their overall demeanour and the manner in which they address their students. One clear message (usually implicit) relates to the kind of atmosphere they wish to foster in their classroom.

In order to develop a spirit of informality within their classes such teachers attempt to reduce the social distance between themselves and their students by behaving in friendly and approachable ways. They smilingly encourage students to speak and applaud their efforts, being supportive when errors are made.

They may sometimes demonstrate in a humorous way that they themselves find unfamiliar sounds difficult to pronounce. If they make an error on the board (as most teachers do from time to time) they may make a quick quip to show that they are not embarrassed – and to demonstrate that mistakes are a natural part of the learning process.

When it is appropriate to pull individuals into line, teachers tend to do so firmly but with a light touch, returning to the business of the lesson as quickly as possible. (By disciplining students with humour, teachers reduce the risk of alienating potentially tricky individuals.)

Language learners quickly absorb the message that their teacher welcomes spontaneous laughter within the classroom (provided it is of the supportive 'laughing with' and not of the destructive 'laughing at' kind). Sensing that their teacher has given them permission to laugh, many classes start to relax and to behave in readily responsive ways.

Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 135 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Tuesday, June 08, 2010

There are several practical techniques for early childhood stimulation that help to promote intellectual development, physical and mental skills in pre-school children. Almost all methods of sensory or intellectual stimulation employ some type of stimulation based on one or more of the five senses. One of the most effective methods involves stimulation of the visual senses in a variety of ways. Audio or hearing stimulation is also a strong method used during early childhood that can achieve significant results in pre-school aged children.

Early Childhood Development: The Five Senses

Among the theories predominant in intellectual development and learning, the theory of multiple intelligences is one of the most frequently and extensively applied. Parents who want to accelerate or promote mental and sensory development ion their children can always rely on the use of games and playing. For example, using the sense of touch to give the child experience with a variety of textures, or changes in temperature are simple, safe ways to stimulate a child’s sensory experiences. Taste is stimulated by experiencing a range of different flavors. Colors and flashing lights on toys or other play objects are likewise ways of effecting substantial stimulation in early childhood skills and sensory development. Physical stimulation using motion and moving objects including rolling, bouncing, flopping or tumbling toys and objects can also be highly effective.

Early Childhood Development: Audio Stimulation Techniques

Parents and caregivers of young learners can use stimulants such as noise makers to activate audio senses. Nature sounds or environmental sounds recordings played to children are gentle but effective audio input that greatly help with early childhood stimulation. Another frequently used method for neural stimulation includes playing classical music selections in the background while the child is doing other things including during their “nap time”. Beethoven, Brahms and Mozart especially, are classical music composers often used for this purpose. While the music is relaxing, it’s also able to activate multiple areas of a child’s brain. Surprisingly, smooth jazz (vocals) has been found to be an excellent auditory stimulant for young learners in a broad range of situations. New age (Kitaro) music can likewise be an effective stimulant as an aid to early childhood development. In addition, many children love noise makers from banging on empty pots and pans or shaking rattles, tooting whistles and horns to extracting sound from musical instruments of all kinds. It may be nerve-wracking to parents and siblings, but is essential to the child’s development.

Pre-Natal Stimulation in Early Childhood Development

Not only pre-school aged children can benefit from sensory stimulation but forms of pre-natal stimulation can also be effective. Ways to introduce this can include:

• Playing soft, low-volume music through headphones placed 180 degrees apart against the mother’s skin • Talking or reading to the unborn child • Gentle massages

Important Note: Before engaging in any of these or other techniques, parents or care-givers should consult with their obstetrician or pediatrician.

Benefits of Early Childhood Development through Sensory Stimulation

Any of the aforementioned areas can be successfully used as an effective means of early childhood stimulation to promote intellectual and sensory development in pre-school age children. Proving this stimulation allows the brain to develop more extensively and at a faster rate than non-stimulated children. This early childhood stimulation will give the child a developmental advantage over other children of the same age or level in more than 85% of cases. Such early-developed children ultimately do better in school, integrate better with peers, siblings and parents, they also tend to be happier and better adjusted overall according to numerous clinical studies . Teachers at the pre-school and primary school levels also note a higher level of social and educational integration among children who have had some type of early development stimulation.

Education and Training Minister Geoff Wilson has reaffirmed the Queensland Government's commitment to the study of languages in years 6, 7 and 8.

Mr Wilson said 90 per cent of Queensland state schools would teach languages in years 6, 7 and 8 by the start of the 2011 school year, with the remainder of schools coming on board in 2012.

"A 21st century education needs to equip young people to participate and engage across an increasingly globalised world," Mr Wilson said.

"The Queensland Government believes that through learning languages our students gain intellectual, social and cultural benefits.

"Learning a language provides them with analytical and communication skills that will enhance their learning in other areas."

Mr Wilson said the languages taught in schools would be determined by the school principal in collaboration with the school community, and in response to student needs.

"Many of our schools currently offer languages in some form or another," he said.

"What we are doing now is ensuring there is consistency of learning across schools and in the key middle years of learning.

"Establishing the study of language in upper primary school provides a strong early foundation in language learning from which students can move forward into secondary school and continue their study in a setting that allows for deeper specialisation.

"Mandatory language study in years 6, 7 and 8 provides a good basis for those who will seek to continue to study languages until the end of high school and beyond."

Mr Wilson said the restoration of languages in the middle years would recognise that Indigenous languages and Auslan (sign-language) were also options for schools for language study.

"Asian languages are also an important option for our schools as a greater cultural understanding and the ability to engage with our regional neighbours in their own language will provide extensive future for individual students and Queensland," he said.

"As the Australian languages curriculum is developed over the next few years, schools will begin using the national curriculum where it is available in the language that is offered in their school.

"The introduction of this national curriculum will provide young people across Australia with an opportunity to learn languages through a consistent and world-class curriculum."

More information about Languages in Queensland state schools can be found at: http://education.qld.gov.au/curriculum/area/lote/index.html

Wednesday, May 26, 2010

Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 135 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

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Larry M. Lynch has taught EFL, published hundreds of articles as an expert author. His work has appeared in Transitions Abroad, South American Explorer, Escape from America, Mexico News, Bright Hub, Squidoo, EzineArticles.com and Brazil magazine. If you need original, exclusive SEO keyword optimized blog posts, articles and content for your newsletter, blog or website contact me by e-mail at: lynchlarrym@gmail.com